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Journal Scientia Paedagogica Experimentalis

ISSN 0582-2351

2025, Vol. 62-1, pp. 1-133.

issue doi: https://doi.org/10.57028/S62-132-Z1078

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Contents

Current Status and Challenges of TCM Education in Belgium. Peilin Sun https://doi.org/10.57028/S62-003-Z1073	3
Construction of Learning Trajectories for Elementary School Students in the Context of Prambanan Temple. Sugiman Sugiman, Ariyadi Wijaya, Murdanu Mpd, Rina Dyah Rahmawati, Mohammad Archi Maulyda https://doi.org/10.57028/S62-023-Z1074	23
Emotional Intelligence, Self-Esteem, and Self-Perception of Students with Specific Learning Difficulties: A Comparative Study. Frantzikinaki Kalliopi, Nataly Loizidou Ieridou https://doi.org/10.57028/S62-055-Z1075	55
Education of Medicine Integrating Traditional or Alternative Medicinal Knowhow and Training? The Challenge in Education of Pluralistic Harmony Monism. F. Vandamme https://doi.org/10.57028/S62-083-Z1076	85
TEACHING CRITICAL THINKING
Perspectives, Conjectures and Suggestions for the Development of Critical Thinking. Hasmik Hovhannisyan, Robert Djidjian https://doi.org/10.57028/S62-105-Z1077	105

Journal Scientia Paedagogica Experimentalis

ISSN 0582-2351

2024, Vol. 61-2, pp. 125-212.

issue doi: https://doi.org/10.57028/S61-212-Z1066

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Contents

Manipulations in the Educational Sphere: a Critical Analysis. Yuliia M. Krasilova https://doi.org/10.57028/S61-125-Z1062	125
Implementing Authentic Project- based Integrative Assessment in Higher Education Environment. Hong-Thu Thi Nguyen https://doi.org/10.57028/S61-153-Z1063	153
Comment peut-on améliorer la performance de nos étudiants a l’université ? Une analyse statistique. Sami Khedhiri https://doi.org/10.57028/S61-181-Z1064	181
TEACHING CRITICAL THINKING
Education, Dissipative Structures, Wisdom, Intelligence, AI, AW and Euculturalisation. Fernand Vandamme https://doi.org/10.57028/S61-201-Z1065	201

Journal Scientia Paedagogica Experimentalis

ISSN 0582-2351

2024, Vol. 61-1, pp. 1-126.

issue doi: https://doi.org/10.57028/S61-126-Z1056

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Contents

Youth Education Integrating their Senior and Nestor Future too? With as Bridge: Wisdom. Fernand Vandamme https://doi.org/10.57028/S61-003-Z1051	3
Identification of the Level of Upbringing by Applying the Diagnostic Methodology of N. P. Kapustin. Betty Kilerjian https://doi.org/10.57028/S61-027-Z1052	27
Adaptation of Foreign Students to the Conditions of Life and Study in Kazakhstan. Duman Kaikenov, Elmira Otar, Elmira Uteubayeva, Banugul Abdrasheva and Almagul Bukatayeva https://doi.org/10.57028/S61-045-Z1053	45
Web-Based Instruction on Improving the Students’ Academic Performance in Music and Arts Education. Marco Louie T. De Leon and Ruth A. Ortega-Dela Cruz https://doi.org/10.57028/S61-069-Z1054	69
TEACHING CRITICAL THINKING
The Enhancement of Students' Critical Thinking with the Use of "Chess". Heghine Khachatryan, Serob Khachatryan, Naira Movsisyan and Lilit Gevorgyan https://doi.org/10.57028/S61-105-Z1055	105

Journal Scientia Paedagogica Experimentalis

ISSN 0582-2351, e-ISSN 2953-1446

2023, Vol. 60-2, pp. 137-262.

issue doi:https://doi.org/10.57028/S60-262-Z1040

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Contents

Implementation of a universal preventive program for anxiety and depression in first-year post-secondary students. Diane Marcotte, Josianne Chicoine, Simon Lapierre, Fannie Locat and Gwenvaël Ballu. https://doi.org/10.57028/S60-139-Z1041	139
The “Übermensch” an educational concept? Carl Friedrich May (1842-1912) versus Friedrich Nietzsche (1844-1900). Marc Rousseaux. https://doi.org/10.57028/S60-175-Z1042	175
Pupil support assistant/teacher assistant, a pedagogical tool without recognition, essential for educational inclusion. José Quintanal Díaz, José María Ruiz Rodríguez. https://doi.org/10.57028/S60-183-Z1043	183
TEACHING CRITICAL THINKING
Teaching critical thinking among students: research models and anomie. Naira Hakobyan, Lilit Kazanchian and Anna Khachatryan. https://doi.org/10.57028/S60-215-Z1044	215
Understanding as the basic component of critical thinking. Hasmik Hovhannisyan and Robert Djidjian. https://doi.org/10.57028/S60-237-Z1045	237

Journal Scientia Paedagogica Experimentalis

ISSN 0582-2351

2023, Vol. 60-1, pp. 1-136.

issue doi: https://doi.org/10.57028/S60-136-Z1031

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Contents

Decisions: Approaching Questions through Graphic Representations. Andreas Marinos https://doi.org/10.57028/S60-003-Z1032	3
Vade-mecum for the elderly and for elderly care. .Ferdy Muylle, Fernand J. Vandamme https://doi.org/10.57028/S60-031-Z1033	31
Private Instructions as a Factor for Successful Exam Passing. Fidan Ibrahimi https://doi.org/10.57028/S60-059-Z1034	59
TEACHING CRITICAL THINKING
ChatGPT: a tool towards an education revolution? Fernand Vandamme, Peter Kaczmarski https://doi.org/10.57028/S60-095-Z1035	95

Journal Scientia Paedagogica Experimentalis ISSN 0582-2351
SPE 59, 2 (2022) DOI https://doi.org/10.57028/S59-244-Z1007 Access: to access this article please go to this order form
Play-based mathematical activities at the ages of infancy: a case study at a nursery school. Areti Panaoura, Pavlina Petrou https://doi.org/10.57028/S59-117-Z1008
Science, education and technology (S.E.T.): progress in function of well-being? Wang Lin, Fernand Vandamme https://doi.org/10.57028/S59-141-Z1009
Relationship between students’ emotional intelligence, perceived school life and school performance. Nataly Loizidou Ieridou https://doi.org/10.57028/S59-167-Z1010
Equal sign representations in curriculum and textbooks in middle schools and students’ understanding of equal sign. Beyzanur Çaksen, Serkan Özel https://doi.org/10.57028/S59-187-Z1011
Teaching Critical Thinking
Formation of critical thinking of students in the process of teaching the subject “pedagogical anthropology”. Aida Topuzyan, Gayane Harutyunyan https://doi.org/10.57028/S59-223-Z1012

Journal Scientia Paedagogica Experimentalis

ISSN 0582-2351

2022, Vol. 59-1

issue doi: https://doi.org/10.57028/S59-114-Z1001

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frontcover for website 245 x 177 jpeg

Contents

The illusion of proportion in the explanation of the operation of temperature sensors. Andreas Marinos.

https://doi.org/10.57028/S59-003-Z1002

Scratch and visual block programming in mathematics: perceptions of preservice teachers in Columbia. Jose-Manuel Saez-Lopez, Esteban Vazquez-Cano, Maria-Luisa Sevillano-Garcia.

https://doi.org/10.57028/S59-029-Z1003

Emotional competence of preschool teachers: the case of Slovenian preschool teachers. Jurka Lepičnik Vodopivec, Aleksandra Šindić.

https://doi.org/10.57028/S59-051-Z1004

A generalized "pari de pascal": a pedagogical, social, political challenge and strategy. Fernand Vandamme

https://doi.org/10.57028/S59-097-Z1005

Critical thinking – educational epopee. Srbuhi Gevorgyan, Mariam Ispiryan, Tigran Mikayelyan

https://doi.org/10.57028/S59-141-Z1006

SPE 58, 2 (2021)

frontcover for website 245 x 177 jpeg

Self-concept and self-efficacy scales structure in pisa 2018 and their relationships with reading achievement. Dominique Lafontaine, Nina Jude, Johanna Leck.	123
Euculturalisation key for an efficient education. Fernand Vandamme	167
Teaching Critical Thinking
Guides for teaching critical thinking. Hasmik Hovhannisyan, Robert Djidjian	211
”Enseigner l’esprit critique: nouvelles postures pour enseigner et pour apprendre”. D’un programme intensif européen vers l’univer(s)cité: une expérience pédagogique dans la ville avec la ville. Samuel Nowakowski, Anne-Marie Cotton	233

摘要

SELF-CONCEPT AND SELF-EFFICACY SCALES STRUCTURE IN PISA 2018 AND THEIR RELATIONSHIPS WITH READING ACHIEVEMENT

Dominique Lafontaine Nina Jude, Johanna Leck

本研究利用37个经济合作与发展组织国家的数据，对国际学生的评估方案（PISA 2018）中新引入的阅读自我概念和自我效能尺度的要素结构及其与阅读成绩的关系进行了分析。一种由三因素组成的结构-自我效能、能力感知和难度感知—最适合这些数据。自我概念的两因素结构在绝大多数国家得到了认可。这三种尺度都从中等程度到较强程度上显示出与阅读成绩和国家相关。三个尺度的相关性方向在国家范围内和在国家层面上是相同的：没有观察到任何程度的态度-成绩悖论的现象。相比之下，自我效能比自我概念的尺度表现出更好的心理测量特性，并且在国家层面上，与阅读成绩的相关性更稳定，更密切。

EUCULTURALISATION KEY FOR AN EFFICIENT EDUCATION

Fernand Vandamme

文化是几百代人的产物，人类努力生存，改善自己的生活，让自己适应和接纳环境。这些文化储存着大量的知识和经验。文化中的神话代表了许多朦胧的信念和观念，这些信念和观念对教育，全球化，气候变化…等当今人类面临的挑战显得无效。因此，这些文化中的神话可以做为相关优化文化的重要资源，并希望在教育方面有相关的创新。

我们关注有关教育的挑战：优化、竞争、冲突解决、如何应对伪装真面目的欺弱者、伪社会家、伪君子、自恋者，以及如何克服和超越这些遗传的和文化的倾向。

Teaching Critical Thinking

GUIDES FOR TEACHING CRITICAL THINKING

Hasmik Hovhannisyan, Robert Djidjian

本文针对批判性思维教学在高中阶段存在的主要问题提出了解决方案决。它是根据学生批判性思维的水平来考虑的：演绎推理的基本水平、对讨论主题的充分理解程度、独立思考的水平和批判性思维的元水平。在诊断和克服个别学生推理方式中的薄弱环节方面，建议的解决方案在实际实施当中会面临一定的困难。考试成为培养学生独立思考的主要问题。关于批判性思维的元水平的提高首先要求高中教师自身加强这方面的学习。

”Enseigner l’esprit critique: Nouvelles postures pour enseigner et pour apprendre”

D’un programme intensif européen vers l’univer(s)cité : une expérience pédagogique dans la ville avec la ville

Samuel Nowakowski & Anne-Marie Cotton

本文对较大的伊拉斯谟规划+项目中的一个强化方案提出了反思性的看法，该强化方案是将教师、学习者（学生）和专业人士聚集在一个生态系统中，在共同创造的基础上，将来自不同地方的学习内容融合在一起，同时也加强了欧洲专家参与者们之间的凝聚力。作者探索这个生态系统的边界，并开发了一个愿景，通过允许学习地点的融合并加强宇宙和城市之间的联系，从而重新定义大学的本质。

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